작업기억 집행기능에 관여하는 뇌 영역과 연결망의 메타분석 및 교육적 시사점 = Neural Correlates and Networks of Executive Functions in Working Memory: A Meta-Analysis of fMRI Neuroimaging Studies

다국어 초록 (Multilingual Abstract)

Working memory underpins cognitive development, learning and education. Among the components of working memory, the central executive system is considered as a universal attentional control system, endowed with a wide range of higher cognitive functions. Therefore, the purpose of this study is to explore the brain regions and networks correlated to executive functions in working memory through meta-analysis of fMRI neuroimaging studies, and to derive educational implications.
In order to collect fMRI data on executive functions of working memory, electronic journals were used to search for literature reporting Talairach or MNI standard coordinates of healthy subjects from the year of 2000 to 2020. Finally, 104 studies and 132 experiments were included. The coordinate-based meta-analysis of Activation Likelihood Estimation(ALE) was used to detect the significant activation regions related to the executive functions and processing contents of working memory. MACM(Meta-Analytic Connectivity Modeling) analysis was also performed to measure functional connectivity in activated regions related to the overall executive function of working memory. Data analysis by using GingerALE 3.0.2, and the activated brain regions and connectivity networks were visualized by Mango 4.0.1 and BrainNet Viewer 1.7. The results are summarized as follows.
First, the brain regions related to the overall executive functions of working memory showed a distribution pattern of fronto-parietal networks. They were mainly concentrated in the left superior frontal gyrus(BA 6), the left inferior parietal lobule(BA 40), the right superior parietal lobule(BA 7), the right precuneus(BA7), and the bilateral insula(BA 13).
Second, large areas of activation in the frontal and parietal lobes were confirmed by analysis of three executive function types (updating, inhibition, and shifting). This suggests that executive function is based on a network of front and post brain regions, rather than being supported only by the frontal lobes. In addition to activating the left inferior parietal lobule (BA 40), the three executive function types also have dependent brain regions. This indicates that the brain activity of executive function has the characteristics of unity and diversity.
Third, the activation in both frontal and parietal regions were found according to the analysis of the three processing content types of working memory (language, object and spatial). Unlike working memory maintenance, content selection does not involve hemispheric separation during the execution of working memory.
Fourth, the use of different types of processing content for each executive function showed different patterns of brain activity, but they all activated the prefrontal cortex together. The prefrontal cortex provides a top-down signal in the executive function of working memory to control and regulate the activity in other brain regions, including the parietal lobe, the basal nerve, and the limbic system.
Fifth, the six important nodes reported in the overall executive function of working memory, namely the left superior frontal gyrus, the left inferior parietal lobule, the right superior parietal lobule, the right precuneus, the left and right insula, are analyzed for collaborative connectivity network. Beyond the restriction of working memory tasks, the six nodes were found to be functionally connected to the middle temporal gyrus, fusiform gyrus, and basal ganglia, including thalamus, caudate nucleus, and lentiform nucleus. Therefore, in the process of working memory exerting related cognitive functions, it also needs the participation of the perceptual system and the motor system.
Based on the results of the study, some suggestions are put forward to help students develop working memory ability and executive function ability. In addition, in the longer term, teachers have the obligation and responsibility to understand the internal mechanism of learning according to the law of brain development, so as to find appropriate teaching methods.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 작업기억 6
• 2. 작업기억의 집행기능 10
• 가. 최신화 12
• 나. 억제 14
• 다. 전환 17
• 3. 작업기억의 집행내용 20
• 가. 언어 21
• 나. 대상 22
• 다. 공간 23
• 4. 작업기억 관련 두뇌 연결망 25
• 5. 교육신경과학과 작업기억 28
• Ⅲ. 연구방법 35
• 1. 분석 대상 검색과 선정 35
• 2. 분석 방법 38
• 가. ALE 분석 38
• 나. MACM 분석 40
• Ⅳ. 연구결과 42
• 1. 전반적인 분석 42
• 2. 집행기능의 분석 43
• 가. 집행기능 유형별 분석 43
• 나. 집행기능 유형 간 비교 51
• 3. 집행내용의 분석 53
• 가. 집행내용 유형별 분석 53
• 나. 집행내용 유형 간 비교 59
• 4. 집행기능과 집행내용의 결합분석 65
• 5. 작업기억과 관련된 두뇌 연결망 73
• Ⅴ. 논의 84
• 1. 작업기억의 뇌 활성화 영역 84
• 2. 집행기능 유형의 뇌 활성화 영역 86
• 3. 집행내용 유형의 뇌 활성화 영역 91
• 4. 집행기능과 집행내용의 결합분석과 관련된 뇌 활성화 영역 95
• 5. 작업기억 관련 뇌 연결망 98
• 6. 작업기억 집행기능의 교육신경과학적 시사점 102
• Ⅵ. 결론 및 제언 117
• 참고문헌 120
• 부록 169